Gao Y. Methodology of developing future musical art teachers’ emotional intelligence in the process of professional training

The thesis theoretically generalizes, substantiates and provides solutionto an actual scientific and pedagogical problem of emotional intelligence development in future musical art teachers through realization of the author’s technique taking into account specifics of their professional training. The component structure of future musical art teachers emotional intelligence is substantiated, which consists of four components: value-actualization (personal-value perception of emotions through actualization of emotional experience); apperception-empathic (conscious perception of emotional information and emergence of expressive congruence to the emotional state based on empathy); conceptual-interpretive (reading, understanding, conceptualization and interpretation of emotions); communicative-regulatory (facilitative emotional impact on the participants of artistic and pedagogical communication, regulation and self-regulation of emotions in the process of interaction). The pedagogical conditions for emotional intelligence development in future musical art teachers in the process of professional training on the methodological platform of the proposed scientific approaches and principles are developed and substantiated. Such pedagogical conditions include: activation of students’ polymotivation to emotional interaction in the process of professional training; creation of artistic communicative-reflexive educational environment on the basis of actualization of the emotional field of artistic communication; introduction of trainings for teachers and students as a means of optimizing the process of emotional intelligence development; using the synergistic effect of interdisciplinary artistic and pedagogical communication as a resource for expanding the thesaurus of emotional concepts in students. Pedagogical conditions were introduced with the help of a set of trainings (information-motivational training, cross-coaching training, vicar training, congruent behavior training, empowerment training) and innovative methods (expressive exercises, artistic connotation, explication of a musical work, emotional circle, visualization of emotional information). The results of the study provided development and justification of the author’s methodology for emotional intelligence development in future musical art teachers in the process of professional training, which provided for the gradual implementation of the proposed pedagogical conditions and principles (molding experiment). The methodology was implemented on the platform of an interdisciplinary elective course, introduced in students’ professional training. This course included three stages of molding procedures:accumulative(accumulation of basic knowledge as an information resource for emotional intelligence development and actualization of the subject-value attitude of applicants to emotional artistic and pedagogical interaction); modeling (development of options for designing an individual model of students’ emotional intelligence through actualization of skills and qualities corresponding to certain structural components); project (positive consolidation of the results of implementing methodology, improvement of the existing level of students’emotional intelligence and design of individual strategies for further development of emotional intelligence of each participant).